Chapter 7: Literacy Instruction for English-Language Development

Literacy skills are necessitated for reading and writing. Current approaches to reading vary in emphasis; however, it should be noted that learning to read requires not only systematic instruction in sound-symbol connections, but also acquisition of the love of reading. Thus, reading instructions must be geared toward developing and enhancing interest, information acquisition, and lifelong literacy (Díaz-Rico, 2008). Among a variety of instructional approaches, the strategy using “into, through, and beyond” to build cultural and content, text-processing, and linguistic and grammatical schemata looks very workable. “Into” activities activate or develop student’s prior knowledge using visual aids, graphic organizers, films, etc. Most of all, a teacher can utilize K-W-L to tap into what students already know and to draw from them what they would like to learn in their reading. As ‘through activities”, read-alouds benefit students as they are exposed to fluent language modles, and think-aloud provides a valuable opportunity with students to imagine, visualize a setting, or analyze character and motive, comprehend mood and theme, etc (Anstrom, 1998). With “beyond activities”, students can extend their appreciation of literature, usually in another medium.

Writing provides students an outlet for self-expression as well as serves as a key to academic success (Díaz-Rico, 2008). I agree that writing is no longer an activity that can be postponed until a student becomes either a fluent speaker or a fluent reader. “Writing is truly the most complex of the communicative arts, incorporating reading as well as oral language” (Headway, 2002, p. 137). Building the writing workshop environment will ensure that each student feel free to talk about their ideas as they write. As students provide mutual help from brainstorming to editing, with a teacher acting as a facilitator rather than an instructor, this writing process approach can develop a facilitative, motivating learning environment. In addition, the activity of holding the writing conferences in the feedback phase caught my interest as well. The writer presides at the conference, setting agenda and explaining the intended meaning of writing, and the teacher can offer suggestions as an alternative to direct feedback on the writing.

Response to Sohee Kim
In her response, Sohee highlighted the integrated, interactive function of literacy skills. “In this chapter, it describes that literacy instruction within a sociocultural framework feature a highly interactive classroom, in which students talk as they read, collaborate as they write, listen to one another’s ideas, and give presentations about projects. Language skills are integrated and the primary language is developed alongside English (Diaz-Rico, 2008)”. From this sociocultural perspective, literacy skills are not just about reading and writing; rather, these skills can enhance our understating and help communicate our ideas clearly. Knowledge from reading a range of genres generates more understanding and meanings, enriches our lives and thus facilitates our communication. We read and write to better communicate our ideas and feelings to the people and to the world we live in.

Response to Snowylily1124's Blog
I also like the idea of self-writing as one way to practice and improve writing skills of students. Sometimes it is the lack of ideas and thoughts that make difficult for students to engage in writing not the lack of formulae in writing. When students have knowledge or opinions about a given topic, they can make their writing more compelling. Journal writing is an effective way to provide students with opportunities to improve their writing skills and also serves a place they can safely argue, verify their own personal values. In addition, writing a reflective journal can help students be more analytical, responsible in their learning and life as well.